Year 4 Autumn Math SOL Place Value

Autumn Block 1
Place value
© White Rose Maths 2022

Year 4 | Autumn term | Block 1 – Place value
Small steps
Step 1 Represent numbers to 1,000
Step 2 Partition numbers to 1,000
Step 3 Number line to 1,000
Step 4 Thousands
Step 5 Represent numbers to 10,000
Step 6 Partition numbers to 10,000
Step 7 Flexible partitioning of numbers to 10,000
Step 8 Find 1, 10, 100, 1,000 more or less

Small steps
Step 9 Number line to 10,000
Step 10 Estimate on a number line to 10,000
Step 11 Compare numbers to 10,000
Step 12 Order numbers to 10,000
Step 13 Roman numerals
Step 14 Round to the nearest 10
Step 15 Round to the nearest 100
Step 16 Round to the nearest 1,000

Small steps
Step 17 Round to the nearest 10, 100 or 1,000

Year 4 | Autumn term | Block 1 – Place value | Step 1
Represent numbers to 1,000
Notes and guidance Key questions

Children learned how to represent numbers to 1,000 in Year 3 – • What is the value of each base 10 piece?
a concept that will be reinforced in this small step to ensure they
have a sound understanding. This understanding will be important
• What is the value of each place value counter?
later in the block, as children begin to explore numbers over 1,000 • How did you count the pieces?
Examples have been chosen to ensure that children look at • Does the order in which you build the number matter?
representing and interpreting numbers that have no tens or no • Can you represent the number another way?
ones, to reinforce the idea of using zero as a placeholder. Base
10 and place value counters are used throughout. Base 10 can • What do you do if there are no tens?
help children understand the size of a number, while place value

counters are more efficient later in the block, when working with Possible sentence stems
4-digit numbers.
• There are hundreds, tens and ones.
The number is
Things to look out for
• When a number has no , then we use as
• Children may write numbers incorrectly, for example 421 a placeholder.

as 400201
• Children may not understand the place value of each digit

in a number.
• Children may not use placeholders appropriately. National Curriculum links

• Children may not recognise the value of a place value • Read and write numbers up to 1,000 in numerals and words (Y3)
counter correctly, because different place value counters • Identify, represent and estimate numbers using different
are identical in size. representations

Key learning
• How many candles are there? • What numbers are represented?
100 100
10
Write your answer in numerals and words.
• What numbers are represented?
• Annie is drawing place value counters to represent 516

Complete her drawing.
• Use base 10 to represent each number. 1

1
1
362 326 306 360 300 230
100
100 1

Reasoning and problem solving
Whitney and Dexter have each made

a number.
Ron has mistaken
100 for 10, and not
Whitney
This is the used placeholders
number 19 correctly.
109
What mistake has Ron made?
What is the number?
Whitney and Dexter
have both made
Dexter the number 231
Dora has not

used the place
This is the value of each
What numbers have they made? number 421
counter correctly.
What is the same about
142
their numbers? What mistake has Dora made?
What is different?
What is the number?

Partition numbers to 1,000

In this small step, children partition numbers up to 1,000 into • How many hundreds/tens/ones are there in 465?
hundreds, tens and ones.
• How do you write a number that has zero tens?
Children represent numbers in a part-whole model and identify
missing parts and wholes. They write numbers in expanded
• How do you write a number that has zero ones?
form, using the part-whole model as support where needed, • What number is equal to 300 + 70 + 9?
and identify the number of hundreds, tens and ones in a 3-digit • What is the value of the missing part? How do you know?
number. Particular attention should be paid to numbers that
include zero as a placeholder, to build on learning from the • What is the value of the digit in the number ?
previous step.
Base 10 and place value counters can continue to be used to Possible sentence stems
support children’s understanding.
• has hundreds, tens and ones.
= + +
Things to look out for • The number that is made up of hundreds, tens
and ones is
• Children may not correctly assign place value to each digit
of a number. For example, they may write 423 = 4 + 2 + 3
• Children may not recognise a number represented by National Curriculum links

a part-whole model, where the parts are not given in
value order. • Identify, represent and estimate numbers using different
representations
• Children may say that 423 has 20 tens rather than 2 tens,
• Recognise the place value of each digit in a 3-digit number
because they confuse place value language. (hundreds, tens, ones) (Y3)

Key learning
• Use the base 10 to help you complete the number sentences. • Complete the part-whole models.
563 219
451 = 400 + +
500 3 10
• Complete the sentences.

347 = + + 259 has hundreds, tens and ones.
813 has 8 ,1 and 3
106 has hundred, tens and ones.
has 5 hundreds, 1 ten and 0 ones.
265 = + +
• How many hundreds does the number 907 have?
• Complete the number sentences. How many ones does the number 36 have?
982 = + + How many tens does the number 680 have?
980 = +
902 = + • Write in numerals the number that has 7 hundreds, 1 one
and 2 tens.

Dexter is thinking of a number.
My number
is a 3-digit number.
40 600 2
Tiny has not It has the 244 = 200 + 40 + 4

recognised that same number of 433 = 400 + 30 + 3
the parts are not tens as ones.
in order. 622 = 600 + 20 + 2
642 811 = 800 + 10 + 1

The whole The digit
is 462 sum is 10
Explain the mistake that Tiny

has made. What could Dexter’s number be?
What is the whole? Find each possibility and partition it.

Number line to 1,000

In this small step, children revisit the number line to 1,000, which • What are the values at the start and end points of the
number line?
m • What is the difference in value between the start and
m m end points?
m
• How many intervals are there?
m m m
m
•
•
m • m m m
m m
• Why are the start and end values of a number line important?
m
an interval.
Possible sentence stems
Things to look out for • The difference in value between the start and end of the
number line is
• Children may count the number of divisions, rather than
the intervals. • There are intervals. Each interval is worth
• m m
an interval.
National Curriculum links
• Children may assume the increments on the number line
m
• m m
representations

Key learning
• m • Label 200 and 750 on the number line.
A B
0 1,000
0 500 800 1,000
C D • Label 680 on the number line.
0 500 1,000 600 700
• Complete the sentences for each number line. • Draw an arrow to show the position of 550 on each
number line.
Label the number lines.
0 500 1,000
0 1,000
0 1,000
0 1,000
The difference in value between the start and the end of the
number line is 00 800
There are intervals. What do you notice?

÷ =
m m
1 litre
The number line is

going up in 100s.
750 mƖ
500 mƖ approximately
25 mƖ
0 500
250 mƖ
m m
No

Thousands

Building on previous steps where children explored numbers • Counting in 1,000s from 3,000, what is the next number?
up to 1,000, they now explore numbers beyond 1,000
• Counting back in 1,000s from 7,000, tell me a number you
The initial focus of this small step is counting in 1,000s would say. How do you know?
forwards and backwards from any given multiple of 1,000.
Number tracks can be used to support this.
• How many thousands are there in 6,000?
Children then look at the composition of multiples of 1,000 by

• How many hundreds are there in 1,000?
exploring how many hundreds they are made of. They unitise • How many hundreds are there in 6,000?
the hundred, being able to state the number of hundreds
that make up any 4-digit multiple of 100 or 1,000 such as
“20 hundreds are equal to 2,000”
Base 10 and place value counters in a ten frame are helpful • The next multiple of 1,000 is
when identifying the connection between the number of
hundreds that are equal to a multiple of a thousand. • The previous multiple of 1,000 is
• 1 thousand is equal to hundreds, so

thousands is equal to hundreds.
Things to look out for • thousands can be written in numerals as
• Children may not appreciate that 1,000 is 10 times the

size of 100
• When they are meant to be counting in 1,000s, children

may count in the more familiar 100s. National Curriculum links
• Children may not use placeholders appropriately. • Count in multiples of 6, 7, 9, 25 and 1,000

Thousands
Tiny is counting back in 1,000s Jack, Huan and Dani are asked to represent 3,000
from 8,000
Tiny has counted Jack

back in 100s, not
1,000s.
Tiny should say, Huan
8,000, 7,900, “8,000, 7,000,

7,800, 7,700 … 6,000 …”
What mistake has Tiny made?

Dani
Is the statement true or false?

Who do you agree with?
When counting in 1,000s, Explain your answer.

the numbers will always have False
four digits.
Huan and Dani


Building on earlier work, where children looked at numbers to • What number is represented?
1,000, this small step focuses on representing numbers to 10,000
• What is the value of each digit?
Children use different representations such as place value charts
and Gattegno charts, which highlight the place value of the digits in
• Represent 4,672 using base 10/place value counters.
How many thousands, hundreds, tens and ones are in
the numbers. It is important that children explore the relationship
the number?
“both ways” between the place value columns, for example, 100 is
10 times the size of 10 and a tenth the size of 1,000 • How would you represent 6,000 + 0 + 60 + 9 in the place
value chart?
It may be helpful to discuss with children how and why we use a
comma when writing numbers, as it can help with reading and • How do you know the counter in the thousands column has
writing larger numbers. a greater value than the counter in the ones column?
Children should experience questions that include zero as a

placeholder to represent a blank column in a place value chart. Possible sentence stems
• There are thousands, hundreds, tens

and ones.
The number is
• Numbers may be written incorrectly, for example 2,342
as 2000300402
• When using blank counters on a place value chart, National Curriculum links
children may not make the connection between the
column and the value of the counter. • Recognise the place value of each digit in a 4-digit number
(thousands, hundreds, tens and ones)
• Children may forget to use zero as a placeholder. • Identify, represent and estimate numbers using different representations

Aisha is making 3,512 with Use exactly four counters to make as

place value counters. many 4-digit numbers as possible.
multiple possible Write each number in numerals.
answers, e.g.
3 hundreds
4,000, 3,100,
2 hundreds and
3,010, 3,001,
10 tens
2,200, 2,020,
300 ones
Th H T O 2,002, 2,110,
What other place value counters could
she add to make 3,512? 2,101, 2,011,
1,300, 1,030,
1,003, 1,210,
Jack has two 1,000 counters and 1,201, 1,120,
three 100 counters.
1,102, 1,111
2,300, 2,200,
2,100, 2,000,
1,300, 1,200,
1,100, 1,000
What 4-digit numbers can he make?


The focus of this small step is to ensure that children have a • What number is represented?
secure understanding of place value with 4-digit numbers.
• How many thousands/hundreds/tens/ones are there in the
Children partition a number up to 10,000 by identifying the number ?
number of thousands, hundreds, tens and ones. They should
give their answers using numerals, words and expanded form, • What is the value of each digit in 4,715?
for example 5,346 = 5 thousands, 3 hundreds, 4 tens and 6 ones • Does the order in which you partition the number matter?
or 5,000 + 300 + 40 + 6
• What number is equal to 7,000 + 0 + 30 + 4?
The familiar representations used earlier in the block can help
children to understand the value of each digit. A part-whole
• What does a zero in a place value column tell you?
model can also support children in partitioning numbers.

Children should experience questions that include zero as
a placeholder, so they understand this cannot be omitted,
minimising the misconception that 5,006 = 56 • has thousands, hundreds, tens
and ones.
= + + +

• Children may not associate the digits with their value and
just write, for example, 7,645 = 7 + 6 + 4 + 5
• Partitioned numbers that are presented “out of order” may • Recognise the place value of each digit in a 4-digit number
(thousands, hundreds, tens and ones)
lead to errors, for example 7,000 + 3 + 20 + 700 = 7,327
• Identify, represent and estimate numbers using different
• Children may omit zero as a placeholder. representations

Tiny is partitioning 6,902

Tiny has not
assigned the
I am
6,902 = 600 + 90 + 2 correct value to thinking of a
each digit because 4-digit number.
there are no tens.
Explain the mistake Tiny has made.
Use the clues to work out
Tommy’s number.
Tiny is partitioning the number
5,232 and representing it in
• The thousands digit is 3 greater
than the tens digit. 5,623
a part-whole model.
Yes
• The total sum of digits is 16
5,232
The order of the
• The 4-digit number is odd.
parts does not • The tens digit is 2
5,000 200 2 30
matter, as long • The hundreds digit is double the
as they have the ones digit.
correct value.
Has Tiny partitioned the number Think of another 4-digit number
correctly? and challenge a partner to
work out your number from clues.
Explain your answer.

Flexible partitioning of numbers to 10,000

In this small step, children explore flexible partitioning of • How can you write the number using a part-whole model?
numbers up to 10,000, understanding that the whole number
can be split into parts in many different ways.
• What different multiples of 1,000 could be the first part?
How does this affect the values of the other parts?
Children use numerals, words and expanded form in their
partitioning. A key focus should be appreciating that, for • What can you exchange the thousands/hundreds/tens/ones
digit for?
example, 6,000 + 400 + 20 + 9 = 5,000 + 1,400 + 20 + 9, as this
is crucial to understanding addition and subtraction of 4-digit • How do you work out the whole, given the parts?
numbers in future blocks.
The representations used in previous small steps can provide
support, arranging place value counters or base 10 to appreciate
that the different partitions give the same number. When working
in adjacent columns in a place value chart, links should be made
• is equal to thousands, hundreds,
tens and ones or thousands,
to exchanges as this will support learning in later blocks.
hundreds, tens and ones.
Things to look out for • = + + +

or + + +
• Children may believe that 4-digit numbers can only be
partitioned one way into thousands, hundreds, tens
and ones. National Curriculum links
• When identifying a number that has been partitioned
• Recognise the place value of each digit in a 4-digit number
in a non-standard way, children may just combine the (thousands, hundreds, tens and ones)
digits rather than consider their place value, • Identify, represent and estimate numbers using different
for example 5,000 + 1,400 + 20 + 9 = 51,429 representations

Flexible partitioning of numbers to 10,000
Some place value counters Which is the odd one out?

are hidden.
3,500 3 thousands + 50 tens
The total is six thousand, four hundred
and thirty-two. 35 tens = 350
2 thousands + 15 hundreds 35 tens
multiple possible Explain how you know.

answers, e.g.
1 thousand and
1 hundred Scott and Esther are each
10 hundreds and thinking of a number.
10 tens
• Scott’s number has 53 hundreds,
11 hundreds 6 tens and 2 ones.
• Esther’s number has 5 thousands, Scott

36 tens and 1 one.
Who is thinking of the greater
Which place value counters could
number?
be hidden?
How do you know?
Find at least three solutions.

Find 1, 10, 100, 1,000 more or less

In Year 3, children found 1, 10 and 100 more or less than a • How many ones/tens/hundreds/thousands are in ?
3-digit number. In this small step, they find 1, 10, 100 and How will the number change if you add an extra
1,000 more or less than a number with up to four digits. 1/10/100/1,000?
Using base 10, place value counters and plain counters in • Which column changes if you find 1,000 more/less than
a place value chart will support understanding, particularly a number?
when multiples of 10/100/1,000 are crossed. It is also
important to explore examples that result in zero as a
• Can finding 1/10/100 more/less change more than one
column? When does this happen?
placeholder, as this concept needs regular reinforcing.
• Do you need to make an exchange?
Draw attention to which place value columns change and
which stay the same in each example. This allows children to
• How can you find 100 less than 8,012? What exchange do
you need to make?
generalise that, for example, when finding 100 more/less, the
ones and tens never change, the hundreds always change and
• Which columns stay the same/change?
the thousands sometimes change.

Things to look out for • There are tens/hundreds/thousands in
• 1 more/less ten than tens is tens.

• Calculations that cross a boundary may cause confusion.
• more/less than is
• Children may need support with the use of zero as
a placeholder.
• Children may think that when finding, for example,

100 less than a number, only the digit in the hundreds
column will ever change. • Find 1,000 more or less than a given number

Find 1, 10, 100, 1,000 more or less
Are the statements always true, Tiny has put some counters
sometimes true or never true? on a place value chart.
When you find 100 more or less than One counter has fallen off.
a number, the tens column changes. 6,043
never true Th H T O
5,143
When you find 10 more or less than always true
a number, the tens column changes. 5,053
sometimes true
5,044
When you find 1 more or less than a
number, the thousands column changes.
List all the possible numbers that Tiny
Explain your reasoning. could have started with.
Ron and Dora are thinking Complete the function machines.

of different numbers. input output
1,000 more than Ron’s number 4,896 + 1,000 5,896

Ron: 2,942
is 3,942 – 1,000
Dora: 3,042
Dora’s number is 100 more than 3,784 2,784 1,086
Ron’s number.
What are Ron and Dora’s numbers? – 100 986


Building on previous learning of number lines to 1,000, children • What are the values at the start and end points of the
now move on to look at number lines to 10,000 number line?
Children label, identify and find missing values on blank or • What is the difference in value between the start and
partially completed number lines. Using real-life scales, such as end points?
rulers and measuring jugs, can be helpful here. • How many intervals are there?
When looking at partially completed number lines, it is important • How can you work out what each interval is worth?
children become confident in finding the difference between • How can you work out the halfway point of an interval?
the start and end points and dividing to find the value of each
interval. Examples should be used that have a varying number of
• What other numbers can you mark on the number line?
intervals and unmarked values in different positions.

• Why are the start and end values of a number line important?
Children should also be able to work out the value at the

midpoint of an interval.
• The difference in value between the start and end of the
Things to look out for number line is
• Children may count the number of divisions, rather than • There are intervals. Each interval is worth
the intervals.
• Support may be needed to work out the midpoint

of an interval. National Curriculum links
• Children may assume the increments on the number • Identify, represent and estimate numbers using
line are each worth one unit, focusing solely on the different representations
starting number. • Order and compare numbers beyond 1,000

Key learning
• What numbers are the arrows pointing to? • Mark the positions of the numbers on the number line.
A B 6,000 5,000 1,500 8,000
0 1,000 2,000 4,000 5,000 6,000 7,000 9,000 10,000
0 10,000
C D E
• Label 5,100 and three other numbers on the number line.
0 5,000 10,000
5,000 6,000
• Label the number lines. Compare answers with a partner.
• For each number line, estimate the number the arrow is

pointing to.
0 5,000
3,000 5,000
0 5,000
300 400
What do you notice?

Label 2,900 on each number line. Tiny is working out the missing values on a scale.
0g 1,000 g
2,000 5,000 1,000 – 0 = 1,000

1,000 ÷ 6 = ?
Explain the mistake that Tiny has made.

2,800 3,000
There are 6 divisions, but only 5 intervals.

Tiny needs to divide by 5
900 5,900
What could the start and end numbers be?
What do you notice?
6,000
Children should draw an arrow in the correct position on

each number line.
multiple possible answers, e.g. 5,000 and 7,000
Estimate on a number line to 10,000

In previous years, children explored estimating on number • What is the midpoint of the number line?
lines. In this small step, they estimate on number lines up
to 10,000
• How does knowing the midpoint help you to place the number
on the number line?
Children discuss suitable estimates from the information given
on the number line and the value of each interval, justifying
• What other numbers could you mark on accurately?
their choices. Encourage children to identify the midpoint • Which division is the arrow close to? Is the number greater
and to mark on additional points, for example one-quarter than or less than this value?
and three-quarters of the way along, to help them position • How would splitting the line into more intervals help?
the numbers.
• How accurate do you think your estimate is?
It may be useful to consider the position of numbers relative
to the midpoint of a number line, for example 6,429 is closer to
6,000 than 7,000 and it is less than halfway between the two
points. This will be a useful skill later in the block when children
look at rounding.
• The difference in value between the start and end of the
number line is
• The midpoint of the number line is
Things to look out for • is closer to than
• Children may worry that they need to find the exact

position or value. National Curriculum links
• The scale may be misinterpreted, for example thinking • Identify, represent and estimate numbers using
a mark close to 10,000 is 9,999 when 9,000 would be different representations
more appropriate. • Order and compare numbers beyond 1,000

Key learning
• Mark the midpoint of each number line. • Alex and Dexter are marking 8,000 on the number line.
What number does each midpoint represent?
0 10,000
I am going
0 10,000
to mark halfway to
help me.
I am going to
0 5,000 Dexter
Alex split the number line
into ten intervals.
Try each method.
4,000 5,000
Whose method did you find easier?
Which method do you think is more accurate?
• Estimate the numbers the arrows are pointing to.
A B • Draw arrows to show the approximate positions of the

numbers on the number line.
0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 9,000 100 5,000 2,389
C D E
0 10,000
4,000 5,000
Compare methods with a partner.

Mo and Teddy are estimating the number that the Miss Rose has spilt some paint on the number line.
arrow is pointing to.
0 10,000
0 10,000
Estimate three numbers that could appear under the paint.
Explain your answers.
I estimate it is
approximately 10
numbers between 3,000 and 7,500
Mo I estimate it is
Teddy
approximately 1,000 A B
0 10,000
• C is greater than A.
• C is less than half of B.

Give three possible values for C.
Teddy’s estimate is more realistic. The midpoint is 5,000
10 would be much closer to zero.
e.g. A = 1,500 B = 9,000 C = between 1,500 and 4,500
Compare numbers to 10,000

This small step focuses on comparing numbers up to 10,000 • What is the value of the first digit in ?
using language such as greater/smaller than, less/more
than. Once they are confident with the language used for
• What is the value of the digit in ?
comparisons, children progress to using the inequality symbols,

• How many thousands/hundreds/tens/ones are there?
<, > and =, which they have encountered in previous years. • Which column do you start comparing from?
Representations such as base 10, place value counters and

• Which digit in each number has the greatest value?
What is the value of these digits?
charts, and number lines support children’s understanding of
place value, allowing them to compare numbers visually before • When comparing two numbers, if the first digits are equal
in value, what do you look at next?
moving on to more abstract forms.
Demonstrate to children that when comparing numbers, they
• Which is the greater number? How do you know?
need to start with the greatest place value. If the digit in the
greatest place value is the same, they need to look at columns Possible sentence stems
to the right until they find different digits.
• If the digits in the column are the same, I need to
look in the column.
Things to look out for • is greater than because …
• When comparing numbers, children may compare the • is less than because …
smallest place value first.
• Children may interpret the inequality symbols incorrectly,

confusing < and >
• Children may be confused by numbers with a different
number of digits or numbers that contain placeholders. • Order and compare numbers beyond 1,000

Compare numbers to 10,000
Sort the cards into the table. Tiny is thinking of

a number. various possible
answers, e.g.
5 thousands 4,000 + 300 + 50 + 9
• It is greater than 4,200
but less than 5,800 4,219
100 less than 5,090 8,543 • The digits sum to 16 5,227
5,000 or greater: What number could Tiny be 4,930

thinking of? 5,713
one thousand, seven hundred and six 5,000
Give four possible answers.
8,543
less than 5,000:
4,359 Use the digit cards to complete
the comparison.
4,990
1,706 various possible
Numbers 5,000 Numbers less 599 1 2 3 4 5 answers, e.g.
or greater than 5,000 5,641 < 5,732
You can use each digit once only. 2,438 > 2,335
5,64 < ,73

2, 38 > 2,3 5

Order numbers to 10,000

In this small step, children order a set of numbers up to 10,000 • Which digit in each number has the greatest value? What
are the values of these digits?
Children order numbers from the smallest to the greatest and
the greatest to the smallest. They also use language such as • When comparing two numbers with the same number of
“ascending” and “descending” when putting the numbers in digits, if the first digits are equal in value, what do you look
order. Children are given examples where the same digit is at next?
used in the thousands or the hundreds column so that they
need to look at the other digits to determine the value. They
• What is the difference between ascending and
descending order?
also include zero in different places to check understanding
of placeholders. • What is different about comparing numbers with the same
number of digits and comparing numbers with different
Base 10 and place value counters are used to represent
numbers of digits?
numbers to help children make comparisons. Making links
with numbers in real-life situations, such as prices and
measurements, is also useful. Possible sentence stems
• is greater than , so thousand is

Things to look out for greater than thousand.
• Children may just look at the digits and not consider the • is less than , so thousand is less than
place value. thousand.
• Children may need to be reminded of the meanings of the

words “ascending” and “descending”.
• Children may need to be reminded about inequality
symbols and their meanings. • Order and compare numbers beyond 1,000

Order numbers to 10,000
These numbers are in order Put the numbers in ascending order.

from greatest to smallest.
86 (base 10)
3,6 4 3, 29 3,5 8
6 half of 1,200 (half of 2,400)
2,400 3,321 (counters)
The same digit is missing from
each number.
What is the missing digit?
Aisha has written five numbers

in ascending order. Aisha has focused
When I put
on the first digit numbers into descending
1,354 3,273 4,314 889 9,993 and not necessarily order, I just need to look
its value. at the greatest place No
value column.
smallest greatest 889 is a 3-digit
number and is
the smallest. Is Tiny correct?
What mistake has she made? Explain your answer.
Roman numerals

Children build on their knowledge of Roman numerals from 1 to 12 • What patterns can you see in the Roman number system?
on a clock face, and learn that L represents 50 and C represents 100
• What rules do you use when converting numbers to Roman
Children explore the similarities and differences between the numerals?
Roman number system and our number system, understanding • What letters are used in the Roman number system?
that the Roman system does not have a zero and does not use What does each letter represent?
placeholders. They are already familiar with the idea that, for
example, 4 is written as IV rather than IIII, and they apply the
• How do you know what order to write the letters in when
using Roman numerals?
same concept to write 40 as XL and 90 as XC.
• What is the same and what is different about representing
Roman numerals can be revisited later in this block (for example, the number twenty-nine in the Roman number system and
rounding XXV to the nearest 10) or within the addition and our number system?
subtraction block.

• The letter represents the number
• Children may mix up which letter stands for which number.

• I know is greater than because
• Children may add the individual values together instead
of interpreting the values based on their position, for
example interpreting XC as 110 instead of 90
• It is more difficult to convert numbers that require large National Curriculum links
strings of Roman numerals.
• Read Roman numerals to 100 (I to C) and know that over time,
• Children may think that numbers like 99 can be written the numeral system changed to include the concept of zero and
as IC instead of XCIX. place value

Roman numerals
Key learning
• Write each number in Roman numerals. • Choose the correct answer to each calculation.
20 50 60 62 L+L LL X C V
64 78 85 99
C–X CX XC V L
• Four numbers are written in Roman numerals.

IX + XI XX XXII IXXI IXIX
XXIV LIX
LXXXVII XCVII • Complete the function machines.

input output input output
What are the numbers?
LXXV + 10 –1 XXXI
• Each diagram should show a number in numerals, words

and Roman numerals.
Complete the diagrams. • Write <, > or = to complete the statements.
27 49 L XL 21 + 19
twenty- XLIX
seven
IV VI L C–L
65
thirty-
eight C LX XC – X C

Roman numerals
Is the statement true or false? In the 10 times-table,

all multiples of 10 end in
a zero. This means that in
XX + II = XXII, Roman numerals multiples
so XXII + XXII = XXIIXXII of 10 end in X. sometimes true, e.g.
False
20 = XX, 80 = LXXX
sometimes false, e.g.
50 = L and 100 = C
Is Tiny’s statement always, sometimes
or never true?
Give examples to support your answer.
Work out the calculation, giving your L
answer in Roman numerals.
multiple possible Which of these Roman numerals is

XIV + XXXVI answers, e.g. never written to the left of X?
C ÷ II
V
Make up some other calculations L÷I
using Roman numerals that have the X×V I V X C
same answer. XXV × II

Round to the nearest 10

In this small step, children are introduced to rounding for the first • What is the multiple of 10 after ?
time, starting with rounding to the nearest 10
• What is the multiple of 10 before ?
Children begin by focusing on rounding 2-digit numbers, as it
is clearer what the previous and next multiples of 10 are.
• Which multiple of 10 is closer to? How do you know?
When building on this and starting to round 3-digit numbers, it is • Which numbers rounded to the nearest 10 result in zero?
important to include examples that have zero as a placeholder in • Which place value column do you need to look at to decide
the tens column, for example 304, as children can often think that which multiple to round to?
300 is not a multiple of 10 because it is a multiple of 100
• What numbers when rounded to the nearest 10 give the
Number lines can be used not only to identify the previous and result 50/500?
next multiple of 10, but also which multiple of 10 a number is
closer to. Children should understand the convention that when
the ones digit is 5, they round to the next multiple of 10 Possible sentence stems
Avoid using language such as “round up” and “round down”, as this
can create misconceptions.
• The two multiples of 10 the number lies between are
and
• is closer to than
• rounded to the nearest 10 is
• Children may look at the wrong column when deciding

which way to round, and use the tens column instead of
the ones column.
• Children may think that, for example, 52 “rounds down”
and give the result as 42 or 40 • Round any number to the nearest 10, 100 or 1,000

Key learning
• Use the number lines to help you complete the sentences. • Use the number line to help you complete the sentences.
140 150
10 11 12 13 14 15 16 17 18 19 20
143 rounded to the nearest 10 is
13 is closer to than 146 rounded to the nearest 10 is
13 rounded to the nearest 10 is 145 rounded to the nearest 10 is

71 72 73 74 75 76 77 78 79
• Round each number to the nearest 10
78 is closer to than 34 140 345 898 203
• Which numbers round to 760 to the nearest 10?
761 765 760 763 755

371 372 373 374 375 376 377 378 379
378 is closer to than • Round each number to the nearest 10

LVII

Annie and Jack are rounding 562 to When rounded to the nearest 10,
the nearest 10 there are 350 children in 345, 346, 347, 348,
a running club. 349, 350, 351, 352,
353 or 354
How many children could there be?
It rounds to
570 because 6 is
more than 5
Annie
445 can
round to 440
Jack or 450
It rounds to If the ones digit is

560 because 2 a 5, the number
is less than 5
rounds to the next
multiple of 10
Jack
445 rounds to 450

Explain your answer. What mistake has Tiny made?


Building on the previous step, children now begin to round • What is the multiple of 100 after ?
numbers to the nearest 100
• What is the multiple of 100 before ?
Children begin by focusing on rounding 3-digit numbers, as it
is clearer what the previous and next multiples of 100 are. It is
• Which multiple of 100 is closer to? How do you know?
important to discuss what is the same and what is different when • Which numbers rounded to the nearest 100 result in zero?
rounding numbers to 10 and 100. By doing this, children can begin • Which place value column do you need to look at to decide
to understand that when asked to round to a given amount, they which multiple to round to?
need to look at the next place value column to the right.
• What is the same and what is different about rounding to
It is helpful to use examples that are less than 50, so children see the nearest 10 and rounding to the nearest 100?
that these round to the previous multiple of 100, which is zero.
As in the previous step, avoid using language such as “round up”
and “round down”, as this can create misconceptions.
• The two multiples of 100 the number lies between are

and
Things to look out for • is closer to than
• Children may look at the wrong column to decide which • rounded to the nearest 100 is
way to round and use the hundreds column instead of the
tens column.
• Children may focus on rules about “up” and “down”

instead of looking at multiples of 100, for example
rounding 432 to 402 or 332 • Round any number to the nearest 10, 100 or 1,000

To the nearest 100, there are

4,600 people at a concert. 4,551, 4,560, 4,605,
White Rose FC
The sum of the digits in the number 4,614, 4,623, 4,632,
is 15
4,641
How many people could there be?
550
Tommy is thinking of a number.
649
My number
To the nearest 100, there are 600 rounds to 4,500 to the
people at a football match. nearest 100, but to a
595
What is the smallest number of people different number when
4,450 to 4,494
604 rounded to the
that could be at the football match?
nearest 10 4,505 to 4,549
What is the greatest number of people
that could be at the football match?
How would your answers change if
the number of people at the football What number could Tommy be
match was 600 when rounded to the thinking of?
nearest 10? How many answers can you find?

Round to the nearest 1,000

Building on the previous small steps, children round numbers to • What is the multiple of 1,000 after ?
the nearest 1,000
• What is the multiple of 1,000 before ?
Children begin by discussing which multiple of 1,000 a number is
closest to. They can then identify that if the digit in the hundreds
• Which multiple of 1,000 is closer to?
How do you know?
column is between zero and 4, they round to the previous multiple
of 1,000, but if the digit in the hundreds column is 5 or above, they • Which numbers rounded to the nearest 1,000 result in zero?
round to the next multiple of 1,000 • Which place value column do you need to look at to decide
Children make links with rounding numbers to the nearest 10 or which multiple to round to?
100, all of which are explored in the next step. • What is the same and what is different about rounding to
It is helpful to use examples that are less than 500, so children see the nearest 10, 100 and 1,000?
that these round to the previous multiple of 1,000, which is zero.
As in the previous steps, avoid language such as “round up” and Possible sentence stems
“round down”, as this can create misconceptions.
• The two multiples of 1,000 the number lies between are
and
• Children may look at the wrong column to decide which
way to round and use the thousands column instead of • rounded to the nearest 1,000 is
the hundreds column.
• Children may focus on rules about “up” and “down”

instead of looking at multiples of 1,000, for example
rounding 6,432 to 5,432 • Round any number to the nearest 10, 100 or 1,000

Key learning
• Use the number lines to help you complete the sentences. • Round each number to the nearest 1,000
2,290 720 3,450 9,932
4,000 4,500 5,000

5,049 53 6,500 9,502
4,300 is closer to than
4,300 rounded to the nearest 1,000 is
• Which numbers round to 9,000 to the nearest 1,000?
8,099 9,094 8,999 9,499 8,750 10,000
7,000 7,500 8,000

• Round each number to the nearest 1,000
7,650 is closer to than
Th H T O Th H T O
7,650 rounded to the nearest 1,000 is
3 7 4 2
• Complete the number line.
8,100 8,200 8,300 8,400 8,500 8,600 8,700 8,800 8,900
6,000 7,000
Draw an arrow to show 8,550 on the number line.
8,550 rounded to the nearest 1,000 is four thousand, six hundred and forty-three

Each of the numbers round to 4,000 Rosie makes a 4-digit number using
to the nearest 1,000 the digit cards.
What could the missing digits be? 0 to 4 3
4, 28 ,842
0 to 9 4
6 4 9 5
4,2 8 ,482
496 cannot My number 5,649, 5,694, 5,946,

round to the nearest rounds to 6,000 5,964, 6,459, 6,495
1,000 as it has fewer to the nearest
than 5 hundreds. 1,000
No
What number could Rosie have made?
Is there more than
one possibility?
Do you agree with Tiny?

Round to the nearest 10, 100 or 1,000

In this small step, children round to the nearest 10, 100 or 1,000, • What is the multiple of 10/100/1,000 after ?
choosing the appropriate columns to look at.
• What is the multiple of 10/100/1,000 before ?
Discuss with children what is the same and what is different
when rounding numbers to the nearest 10, 100 or 1,000.
• Which multiple of 10/100/1,000 is closer to?
How do you know?
Ensure children understand that when asked to round to a given
amount, they need to look at the place value column to the right • Which numbers rounded to the nearest 10/100/1,000 result
in zero?
of that of the required accuracy to decide whether to round to
the previous or next multiple. It is worth discussing with children • Which place value column do you need to look at to decide
when each degree of accuracy is more appropriate. which multiple to round to?
As with the previous steps, avoid language such as “round up” • What is the same and what is different about rounding to
and “round down”, as this can create misconceptions. the nearest 10, 100 and 1,000?
Things to look out for Possible sentence stems
• When rounding numbers to different degrees of • The two multiples of 10/100/1,000 the number lies between
accuracy, children may look at the wrong column(s). are and
• Children may not realise that the answer can be the

same when a number is rounded to different degrees
of accuracy. • rounded to the nearest 10/100/1,000 is
• When rounding the same number to different degrees

of accuracy, children may not always use the starting
number but, for example, round it to the nearest 10,
then round this value to the nearest 100 and so on. • Round any number to the nearest 10, 100 or 1,000

Key learning
• Draw an arrow to mark 376 on each number line. • Complete the table.
Complete the sentences.
Number 7,126 4,996 2,006 499
Rounded to the
370 380
nearest 10
376 rounded to the nearest 10 is Rounded to the

nearest 100
Rounded to the
300 400 nearest 1,000

• A baker uses 4,285 g of flour.
Round the mass of flour to the nearest 100 g.
0 1,000 Round the mass of flour to the nearest 10 g.
376 rounded to the nearest 1,000 is Round the mass of flour to the nearest kilogram.
Which do you think is the most appropriate way of rounding
the number?
• Here is a number.
Th H T O
• A school fete raises £2,166

Round this amount to the nearest £10, nearest £100 and
nearest £1,000
Which do you think is the most appropriate way of rounding
Round the number to the nearest 10, 100 and 1,000
the number?
Whitney puts some counters

5,683 rounded
on a place value chart to make
to the nearest 10
is 5,700 Tiny has rounded a number.
to the nearest
Th H T O
100 instead of the
nearest 10
5,680
between 5,995
What mistake has Tiny made?
and 6,004
What is the correct answer? My number
rounds to 6,000
when rounded to the 5,997
nearest 10, 100
Would you round to the
or 1,000
nearest 10, 100 or 1,000?
number of people at a football match

Discuss this as
a class. What could Whitney’s number be?
number of children at a school
What must Whitney’s number be if she
number of coins in a jar uses exactly 30 counters?

Year 4 Autumn Math SOL Place Value

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Year 4 Autumn Math SOL Place Value

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Autumn Block 1

© White Rose Maths 2022

Step 1 Represent numbers to 1,000

Step 2 Partition numbers to 1,000

Step 3 Number line to 1,000

Step 5 Represent numbers to 10,000

Step 6 Partition numbers to 10,000

Step 7 Flexible partitioning of numbers to 10,000

Step 8 Find 1, 10, 100, 1,000 more or less

© White Rose Maths 2022

Step 9 Number line to 10,000

Step 10 Estimate on a number line to 10,000

Step 11 Compare numbers to 10,000

Step 12 Order numbers to 10,000

Step 13 Roman numerals

Step 14 Round to the nearest 10

Step 15 Round to the nearest 100

Step 16 Round to the nearest 1,000

© White Rose Maths 2022

Step 17 Round to the nearest 10, 100 or 1,000

© White Rose Maths 2022

Represent numbers to 1,000

Notes and guidance Key questions

help children understand the size of a number, while place value

• Children may write numbers incorrectly, for example 421 a placeholder.

• Children may not understand the place value of each digit

• Children may not use placeholders appropriately. National Curriculum links

© White Rose Maths 2022

Represent numbers to 1,000

Write your answer in numerals and words.

• What numbers are represented?

• Annie is drawing place value counters to represent 516

• Use base 10 to represent each number. 1

© White Rose Maths 2022

Represent numbers to 1,000

Reasoning and problem solving

Whitney and Dexter have each made

Dora has not

© White Rose Maths 2022

Partition numbers to 1,000

Notes and guidance Key questions

• Children may not recognise a number represented by National Curriculum links

© White Rose Maths 2022

Partition numbers to 1,000

• Complete the sentences.

• How many hundreds does the number 907 have?

© White Rose Maths 2022

Partition numbers to 1,000

Reasoning and problem solving

Dexter is thinking of a number.

Tiny has not It has the 244 = 200 + 40 + 4

642 811 = 800 + 10 + 1

Explain the mistake that Tiny

What is the whole? Find each possibility and partition it.

© White Rose Maths 2022

Number line to 1,000

Notes and guidance Key questions

© White Rose Maths 2022

Number line to 1,000

C D • Label 680 on the number line.

0 500 1,000 600 700

There are intervals. What do you notice?

Number line to 1,000

Reasoning and problem solving